Miriam’s Vision is about building an inclusive, non-violent society, respecting fundamental rights. This cannot be over-emphasised to students, whenever the opportunity arises.
The Miriam's Vision Art Module consists of a set of lesson plans in the form of guided instructions. Resources (electronic and otherwise) are listed at the beginning of each lesson plan and highlighted within the plans for ease of reference. You have everything you need on this website to deliver Miriam's Vision in your classroom.
For ease of reference, we will often refer to the 2005 London bombings as “7/7”.
All modules in Miriam’s Vision use the four-part Miriam’s Story video package to set the context of the resource for students.
The Dance module takes the location of Miriam’s memorial, the [qtip:Miriam Hyman Children's Eye Care Centre|The Miriam Hyman Children's Eye Care Centre is within the L V Prasad Eye Institute, Odisha, India. There is an average 10,000 Outpatients appointments and 1,000 surgeries per year. The MHMT is supporting its Outreach programme.], as its starting point. The MHCECC is in Odisha, India and Odissi is one of the eight classical Indian dance forms.
The central message of the module is that every culture includes Dance, and although locality influences the forms it takes, Dance is a universal human expression that fulfils many roles. So despite local differences, we have fundamental commonalities that unite us.
To this end, students are introduced to the basics of Odissi and have opportunities to explore some simple elements through analysis and performance, compare to Dance in their own environment and choreograph and perform short pieces incorporating chosen elements of either.
A short learned sequence gives students a taste of Odissi. Because this sequence is demonstrated in video, any non-dance specialist PE teacher will be able to deliver the Scheme of Work.
Different Backgrounds, Common Ground is the overall theme that you will need to refer to frequently. Opportunities to do this are built into the plans.
Where possible, we have provided resources that are not dependent on internet access although it will be useful for Task 2. Bespoke Miriam’s Vision resources include the Miriam’s Story video package and a range of others. You will need projection equipment.
There is a vast range of relevant sources online and the links given in these plans can easily be replaced with others if you find ones you prefer (please make a note of them), or experience difficulty accessing them (although we have tried to use relatively reliable sites).
Guidance notes are incorporated into the plans. The plans are guides only. They do not include timings for example, as we know you will wish to adapt and select according to the needs of your class. We have assumed consecutive sessions delivered as your timetable permits, possibly fitting two sessions into a timetabled lesson. We have not included suggestions about differentiation other than to offer some variety of input / expectation in places, but could do so when the module is refined. Feedback on this, as with everything, would be much appreciated!
Extension activities included in the plans are envisaged as homework but could be included in contact time depending on how much time you have timetabled for the entire module.